scholarly journals A Proposed Strategy Based on Interactive Writing Approach to Develop Primary Stage Pupils'EFL Descriptive Writing Skills and Their Self-Efficacy

2021 ◽  
Vol 21 (2) ◽  
pp. 73-103
Author(s):  
Hebe Ahmed Talaat
Keyword(s):  
Self Efficacy ◽  
Writing Skills ◽  
Interactive Writing ◽  
Primary Stage ◽  
Descriptive Writing

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

scholarly journals The Impact of Using the Station Rotation Model on Saudi EFL Learners’ Descriptive Writing Skills

2021 ◽  
pp. 1-114
Author(s):  
Alanoud Ahmed Aldukhi
Keyword(s):  
Writing Skills ◽  
Intermediate School ◽  
Efl Learners ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
The Impact ◽  
Descriptive Writing ◽  
Experimental Group ◽  
Rotation Model

The present study investigated the impact of the station rotation model (SRM) on enhancing students’ descriptive writing skills. It adopted the quasi-experimental pre-post test control/ experimental group design. The tools of the study included a pre/post- descriptive writing skills test, and open-ended questionnaire. The participants of the study were selected randomly, 40 female students enrolled in the twelfth intermediate school in Riyadh. Students of the experimental group received the descriptive writing skills instructions in nine sessions based on the SRM, two of them were for training. The study results revealed statistically significant differences at 0.05 level between the mean scores of the control and the experimental groups on the post test in favor of the experimental group in overall descriptive writing skills as well as in each descriptive writing skill. The researcher recommended that there is a real necessity from educators and teachers to prepare appropriate curriculums that involve implementing the station rotation model inside the classrooms, in a way that corresponds with teachers’ ability and students’ need, aiming to gain the mentioned advantages.

scholarly journals Creating a writing course to improve the writing self-efficacy of graduate nursing students

2017 ◽  
Vol 5 (4) ◽  
pp. 88 ◽  
Author(s):  
Lisa B. Robinson ◽  
Mary Bishop
Keyword(s):  
Nursing Students ◽  
Academic Writing ◽  
Self Efficacy ◽  
Writing Skills ◽  
Nursing Program ◽  
First Semester ◽  
School Of Nursing ◽  
Writing Course ◽  
Writing Competence ◽  
Graduate Nursing

Objective: Contemporary advanced professional nursing requires the ability to communicate effectively in written and oral forms. Many registered nurses enter graduate nursing school with experience writing in medical records but with no experience writing scholarly papers or writing for publication. This article describes the development, implementation and evaluation of a writing course developed in an online graduate nursing program in the southeastern United States. The goal of this research was to determine if graduate nursing students’ writing self-efficacy increased after the completion of a newly developed one-credit online writing course.Methods: Fifty-three first-semester graduate nursing students participated in a 16-week online asynchronous writing course developed at a school of nursing. The course instructors designed writing experiences with the goal of increasing writing competency. The faculty defined writing competence as achieving mastery of the necessary writing skills to produce an organized, logical, understandable message containing the effective use of language, grammar, and punctuation.Results: The students’ writing self-efficacy increased significantly from pretest and posttest. The results revealed a significant increase in self efficacy scores with the second administration of the tool. The mean of the 20-question Likert scale pretest was 70.59. Results obtained after the conclusion of the course resulted in a mean of 80.12. The finding of a mean increase of 9.529 was found to be statistically significant.Conclusions: The information from this research can be used to develop effective strategies to support online graduate students with their writing skills. This experience highlights the fact that we cannot leave the development of academic writing to chance. Achieving academic writing success requires structured instruction, practice and frequent feedback from faculty who have the passion for and expertise in scholarly writing.

scholarly journals The Effects of Utilizing Telegram App to Enhance Students’ ESL Writing Skills

2021 ◽  
Vol 4 (1) ◽  
pp. 10-16
Author(s):  
Murni Hayati binti Mohd Dollah ◽  
Subadrah Madhawa Nair ◽  
Walton Wider
Keyword(s):  
Writing Skills ◽  
Teaching Writing ◽  
Esl Writing ◽  
Esl Teachers ◽  
Content Quality ◽  
Writing Test ◽  
Post Test ◽  
Quasi Experimental ◽  
Descriptive Writing ◽  
Experimental Group

Mobile learning provides students to learn anywhere without the need of physical classroom. The main objective of this study is to investigate whether the utilization of Telegram app can enhance students’ ESL writing skills. The second objective is to investigate whether the utilization of Telegram app can enhance students’ perceptions towards ESL writing skills. Quasi-experimental one group pre-test post-test design was employed in this study. The students from the experimental group were given a pre-test (descriptive writing test) via Telegram app and their essays were marked by their teacher. The experiment lasted four weeks, and students were taught ESL writing skills using the Telegram app during that time. After the intervention a post-test was administered. This study used two types of instruments, pre- test, post-tests and a questionnaire. The data from the pre-test and post-test were analyzed using the paired sample t-test, and the questionnaire was analyzed using descriptive statistics. This study shows some interesting findings. Firstly, the results indicate that the utilization of Telegram app enhances students’ performance in their overall ESL writing; spelling, punctuation, organization, vocabulary, grammar, content quality and creativity. In addition, students’ perceptions towards ESL writing skills enhanced significantly. This study has effective pedagogical implication because utilization of Telegram app helps to improve students’ writing skills. Furthermore, the findings suggest that ESL teachers can use Telegram app as an alternative method in teaching writing skills.

The Effect of Cooperative Method and Self Efficacy toward Writing Narrative Ability

2018 ◽  
Vol 6 (04) ◽  
Author(s):  
Wici Yuli Seti Yabas ◽  
Endry Boeriswati ◽  
Fahrurozi .
Keyword(s):  
Experimental Study ◽  
Study Design ◽  
Interaction Effect ◽  
Self Efficacy ◽  
Writing Skills ◽  
Narrative Writing ◽  
Match Method ◽  
Writing Ability ◽  
Narrative Ability ◽  
Experimental Study Design

This study aims to know the effect of cooperative method and self-efficacy toward writing narrative ability. The method used was experimental study design using treatment by level 2x2 with analysis testing ANAVA. The results showed that:(1) the ability to write a narrative that students learn the concept sentence method is higher than narrative writing skills of students who are learning to use a make a match method, (2) there is an interaction effect between cooperative method and self-efficacy toward writing narrative ability, (3) the ability to write a narrative that students learn the of concept sentence is higher than the group of students who learn the make a match for students who have high selfefficacy, (4) the ability to write a narrative that students learn the make a match is higher than the group of students who learn the concept sentence for students who have low self-efficacy. Based on the results of this study it was concluded that the cooperative method and self-efficacy influence the students’ writing ability. Recommendation for teachers is to apply the concept sentence as a way to improve students’ writing narrative abilities.

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